100. Introduction to Afroamerican Studies. (4). (SS).
This course provides an interdisciplinary overview and introduction to the field of Afroamerican Studies. Historical, socio-economic, political, literary, and cultural analysis will be examined in the light of the most recent research on the Afro-American experience. Specifically, the course intends to: (1) introduce students to interdisciplinary aspects of Afroamerican Studies; (2) examine the salient issues, debates and critiques in field; (3) acquaint students with the research interests of CAAS faculty and associates. The course has two weekly lectures and discussion sections which will be supplied by quest lecturers, colloquia, and films. (Francille Wilson)
331. The World of the Black Child. (3). (SS).
This course has two objectives: They are, first, to introduce key areas of research and theory related to the socialization of African-American children, and second, to facilitate critical thinking regarding this body of research and theory. The course will focus on cultural and situational forces which affect the lives of Black lower- and middle-income children in the United States. In order to highlight the factors which contribute to the universe of the African-American child a section of the course will look at the lives of specific individuals, through their personal accounts, and will compare the converging and diverging features of socialization with the African children. Topics to be discussed will include: (1) family, peer, and community socialization; (2) the development of a sense of self; (3) professional counsel on the rearing of African-American children; (4) school and other socio-structural factors, including the welfare system; (5) play and cognitive development; and, (6) language development. Students are required to complete two in-class examinations, a midterm and a final. These examinations will be a combination of short answer and essay. Exams will count equally toward the final grade. In addition, students will be expected to be prepared to discuss the reading material assigned for each class session. (McLoyd)
338/English 320. Literature in Afro-American Culture. (3). (HU).
In the year 1703, the story of one Adam, "servant of John Saffin, Esquire" was published, marking the birth of a new literary genre in America: the slave narrative. This course will focus primarily on the slave narratives written between the years 1830-1860, that much celebrated period in American literary history known as the American Renaissance. We will begin with The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African and end with the Narrative of the Life of Frederick Douglas, an American Slave. Linda: Incidents in the Life of a Slave Girl, Written by Herself, one of the few slave narratives of its kind told by a woman, will give us an opportunity to examine the implications of gender in relation to the slave narrative. Two novels - -Harriet Beecher Stowe's Uncle Tom's Cabin and William Wells Brown's Clotel; or The President's Daughter: A Narrative of Slave Life in the United States – will give us an opportunity to examine the influence of slave narratives on slave novels written during this period. Other issues we will discuss are: African retentions, European influences, and the effect of slave experiences outside the United States. Two papers (one long, one short) and class participation will be required. (Nicholas)
351/Pol. Sci. 359. The Struggle for Southern Africa. Lectures: 2 credits; lectures and discussion: 4 credits. (SS).
This course will examine the social, economic and political problems of development within the region. The colonial history and independence movements will be reviewed to gain a better understanding of contemporary circumstances. A thorough consideration of the transition from liberation movement to becoming the national government will be made. The implication of resource planning, manpower development, physical location and international relationships will be explored in the context of the region's future. The potential for greater regional political and economic cooperation will also be considered. Students will be expected to actively participate by focusing upon one country within the region and developing a through knowledge of its history and contemporary problems for presentation to the class. A film series examining the problems of liberation, national development and the role of women will also be an integral part of this course. (Kamara)
360. Afroamerican Art. (3). (HU).
This accelerated course provides an interdisciplinary overview and an introduction to the area of culture and art, and their influences on society. Students will look at the visual arts, music, dance, theatre, literature, television and education. Historical, philosophical, religious, aesthetic and ideological perspectives are considered as we wrestle with the nation of the Afroamerican cultural reality. This course tends to: (a) introduce students to a primary body of knowledge reflective of a fundamental basis of thought capable of establishing an overview of West African cultures and their relationships to Afro-American culture; (b) develop reference on a broad level for an Afrocentric aesthetic and point of view; (c) encourage greater insight and exploration into the arts of African and Afro-American people and the spirits and realities that motivate the "arts"; (d) create a living vehicle capable of a broader understanding and resolution of problematic cultural pattern levels which disturb, confuse, and cancerize our historic and our contemporary lives. The course has two weekly lecture/discussion with weekly readings, video, audio tapes, and slides. Readings include David Walkers' Appeals, Frederick Douglas, Charles Chestnut, Richard Wright, Margaret Walker, Romare Beardon, Maya Angelou, and Dr. Martin Luther King. Video and audio tapes include The History of the Black Athlete, Imamu Baraka (Leroi Jones), Kwame Toure (Stokely Carmichael), Maulana Ron Karenga, Fannie Lou Hamer, Harry Belafonte and Elma Lewis, Bing Davis, Robert Stull, Jon Lockard and Allan Crite. Courses requirements include three short papers (3-5 pages each), an analytical overview from a video presentation, guest lecturer or audio presentation (5 pages), and an in-class final group presentation. This course is designed to be "communal/interactive/intensive/informative/spiritual", creating countless opportunities for students to involve themselves, strengthen their skills, and establish a clearer concept of identity, purpose, and direction. Students must be prepared for discussion and interaction. (Lockard)
403. Education and Development in Africa. (3). (SS).
This course is designed to serve the needs of students who plan to engage in international-related activities as well as those who may desire to gain basic understanding into the forces and dynamics of education in the processes of cultural and socioeconomic transformation in one of the major developing regions of the world, i.e. Africa Education operates within the existing political, religious and social institutions and values. It also has a profound impact on those institutions' conventions and values. The question is whether the direction and magnitude of the interactions can be controlled and guided in order to optimize social development. The lecture-discussion method is used. Students will be encouraged to read widely into the relevant literature. No prerequisite is required. Evaluation consists of class participation and periodical written tests. (Wagaw)
404/Hist. Art 404. The Art of Africa. (3). (HU),
See History of Art 404. (Maurer)
410. Supervised Reading and Research. Permission of instructor. (1-6). (Excl). (INDEPENDENT). May be repeated for credit with permission.
Arrangements may be made for adequately prepared students to undertake individual study under the direction of a departmental staff member. Students are provided with the proper section number by the staff member with whom the work has been arranged.
426. Urban Redevelopment and Social Justice. (3). (SS).
Urban Redevelopment and Social Justice – Can We Have Both? A Seminar for
Future Professionals.
Taught from the perspective of a registered architect, this course is organized
around topical issues of design, professionalism, and equity in urban resources
development. Intended primarily for students with non-architectural backgrounds, the course seeks to provide a spirited exploration of the explicit (and subtle) connections between people, land and power in our cities and the
specific affects of these linkages upon contemporary urban rebuilding. In the main, our explorations are aimed at providing a broadened philosophical
understanding of the "Who?" and "Why?" of contemporary
urban redevelopment policies – particularly as such policies impact on the
emerging "central city." As a class we will meet once each week
for three hours. A seminar format will be followed, combining formal and informal lectures, color slide presentations, selected case studies, selected
readings and a series of student-generated workshops. Throughout all discussion, there will be continuing class focus on the necessity for our making critical
distinction between "effecting" (carrying out) and "affecting"
(influencing the formation of) various environmental policy. Continued active
class participation and the preparation of a ten minute audio cassette tape
for presentation near the end of the term are basic course requirements.
(Tape productions are intended as an opportunity for sharpening 'ethical
sensibilities' and as an opportunity for each of us to clarify our own personal
convictions about people and designed environments.) In addition to lectures
and audio-visual presentations, ongoing class dialogue will be augmented
periodically with urban field trips and invited guests. Enrollment limited
to 35 students. (Chaffers)
444/Anthro. 414. Introduction to Caribbean Societies and Cultures I. Junior standing. (3). (SS).
See Anthropology 414. (Owusu)
447(536)/Hist. 447. Africa in the Nineteenth Century. (4). (SS).
The purpose of this course is to convey an understanding of 19th century Africa through an exploration of the great historical movements that shaped developments in the nineteenth century. The major issues to be covered by the lectures include: (1) Empire and state-building; (2) the dimensions of slavery and the slave trade; (3) the social, economic, military, religious and political revolutions that characterize the century; (4) Imperialism, the conquest of Africa, and their impact; (5) Socio-economic-cultural life; (6) African warfare. These will be explored through lectures, class discussion and written assignments. (Uzoigwe)
450 Black Communities and Legal Rights. (3). (SS).
Law is a central factor in Black history, defining the status and prospects of Blacks, occupying a key role in programmatic debate and activity and reflecting dominant historical trends. This course, in examining the nexus between law, race and social order, uses law as a medium to interpret the forces that shape the Black past and present. One objective is to assist students in gaining knowledge of targeted areas of law i.e., the slaves of slavery, the slave trade, and quasi-freedom in the antebellum United States; the constitutional and legislative legacy of reconstruction; contemporary legal trends in education, voting, and employment; considerations of immigration, refuge and international law; the impact of shifting concepts of federalism on race-related legal issues; and comparative perspectives on legal developments in the African diaspora. A second aim is to aid students in refining techniques of theme identification, thesis-building and comparative analysis. The course considers several themes, e.g. multiple causation in the formulation of law; the political economy of legal development; the role of ideology in shaping the legal and public policy terrain; and thematic comparisons in diasporic legal history. Bell, Race, Racism, American Law; Civil Rights Leading Cases. Two tests, final, book analysis. (Woods)
452. Education of the Black Child. (2). (SS).
The course is designed to make it possible for students to engage in the examination and analysis of the public education philosophies, laws, and practices as related to the education of the Black children in the past and at present. It considers the theoretical frameworks of growth, development and learning of children in different settings and at different life space on the one hand – and the existing structural, socio-political and psychological conditions of the public school systems on the other – and attempts to find ways and means of relating the objectives and philosophies of the schools to the needs of Black child. The course may be taken to fulfill requirements for cross cultural studies by the School of Education or units of LS&A, etc. No prerequisite required. The lecture-discussion method is used. Evaluation consists of brief presentation in class on a researched topic, participation in class, discussions, and end of term written examination. (Wagaw)
456/Pol. Sci. 409. Comparative Black Political Thought. Two courses in political science or permission of instructor. (4). (SS).
See Political Science 409. (Mazrui)
458. Topics in Black World Studies. (3). (SS).
Section 001 – Politics and Letters: That Which the Soul Lives By. There
is an interesting moment at the beginning of Zora Neale Hurston's Mules
and Men. In it, the folklorist and novelist outlines the process whereby
her book and her self-awareness were simultaneously created: "I was
glad when someone told me, 'You go and collect Negro folk-lore.' In a way
it would not be a new experience for me. When I pitched headforemost into the world I landed in the crib of negroism...But it was fitting me like
a tight chemise. I couldn't see it for wearing it. It was only when I was
off in college, away from my native surroundings, that I could see myself
like somebody else and stand off and look at my garment. Then I had to have the spy-glass of Anthropology to look through at that." It is this
process that will be the focus of our concern this semester. Using the lives, times, and works of Zora Hurston, Jomo Kenyatta, and Frantz Fanon; we will
explore the means by which voyages of discovery become devices of self-definition;
we will consider the paradox of identity as that which yet remains to be
created. Our thought will include the ways in which these authors were both
shaped by and were shapers of their historical moments – moments which also
contained particular realizations of Black identity. Core readings will
include Mules and Men, Facing Mt. Kenya, Black Skin White
Masks. Other works such as Rosengarten's All God's Dangers, the Life
of Nate Shaw, and Huggins' Harlem Renaissance, will provide insight
into the times in which our authors lived, while still other works such
as Culler's On Deconstruction, Gate's "The Blackness of Blackness:
A Critique of the Sign and the Signifying Monkey", and Said's Orientalism
will provide our theoretical spy-glasses. Evaluation will be based upon
class participation and two written assignments. (Roberts)
476/Engl. 478. Contemporary Afroamerican Literature. Permission of instructor. (3). (HU).
This is a course in contemporary Afro-American fiction. We will read four early works for background and connections: Frederick Douglass' Narrative of the Life of, Zora Neale Hurston's Their Eyes Were Watching God, Jane Toomer's Cane, and Richard Wright's Native Son. Contemporary writers will include: Ralph Ellison, Amiri Baraka (Leroi Jones), Ernest J. Gaines, Alice Walker, and Toni Morrison. There will be several exams and a final paper. (G. Jones)
479/Pol. Sci. 479. International Relations of Africa. (4). (SS).
See Political Science 479. (Mazrui)
Courses in American Culture (Division 315)
Unless otherwise stated, the permission required for the repetition for credit of specially designated courses is that of the student's concentration or B.G.S. adviser.
201. American Values. (4). (HU).
From the European discovery of America to the present, it has been assumed that America was a special land, a land anointed by God, chosen as the New Jerusalem, the landscape in which the millennium would occur. From John Winthrop to Ronald Reagan, America has been envisioned "as a city upon the hill," a beacon shining forth for the rest of the world. When that light has dimmed, Americans have denounced their land in a peculiar way, mourning its declension. And then they have written of what America is supposed to be, and of how a person is properly to become an American. They have undertaken their inquiry into values, proposing, often in the form of utopian visions, a reconstruction of their nation, a return to inherent values. This course will examine a few of these visions. Such visions have changed across time, but a core of values has remained as Americans have continued to celebrate, discuss, lament, and recreate America in an ongoing obsession with the meaning of their land, values such as pastoralism, agrarianism, the work ethic, efficiency, the American as Adam, the frontier, pragmatism, anti-intellectualism, the melting pot, the self-made man, and, more recently, the self-made woman, or the belief that if the American only works hard enough, believes enough, he or she can succeed, that from out of the rubble one can emerge to conquer. In all, the course will consider the machine, the garden, the Republic, and the belief that the Republic and the landscape can survive the machine, that no matter how complex the technology, a Han Solo will drive his spacecraft across light warps as singularly as a teenager his hot rod, that individualism, in other words, will still count in America, that one man, in the name of the Republic, can still destroy the Death Star. A midterm and final examination will be required, along with a 5-7 page paper.
240/Women's Studies 240. Introduction to Women's Studies. Open to all undergraduates. (4). (HU).
See Women's Studies 240. (Stevens)
430/Women's Studies 430. Theories of Feminism. Any of Women's Studies 341-345; or permission of instructor. (4). (HU).
See Women's Studies 430. (Howard)
490. History of the American Film. Junior standing. (3-4). (HU). Laboratory fee (approximately $20.00).
The western, the detective/crime film, the musical, the screwball comedy, the science fiction film, etc., form a background against which we measure and understand contemporary American cinema. These film genres each have their particular conventions – presenting certain kinds of characters and plots; utilizing particular camera styles, mise-en-scène, and acting; and addressing themselves to particular issues and conflicts. As these genres evolve, old patterns are given new twists, surprising the viewer with unexpected departures from the norm and turning the genre toward consideration of new social and cultural problems. We will examine four characteristic American film genres. A weekly film screening will be accompanied by two hours of lectures and one hour of discussion. Three films in each genre will be studied, ranging in period from the 1930's to the 1970's, thus allowing us to analyze changes within the genre, and the aesthetic as well as the socio-political implications of these changes. Short units on the documentary and the avant-garde film may be included. Students will be evaluated on the basis of four short papers, one longer paper and their participation in discussion. Required texts vary in accordance with the genres chosen for study. (Eagle)
496. Historical Approaches to American Culture. (3). (SS). May be repeated for credit with permission.
In Fall Term, 1984, this course is jointly offered with Music History and Musicology 450. See MHM 450 for description. (Crawford)
498. Literary Approaches to American Culture. (3). (HU). May be
repeated for credit with permission.
Native American Literature. What makes Indian literature literature
(and not Anthropology or History)? What makes Indian literature Indian?
Can the vocabulary of traditional literary criticism account for the unique
content and form of Indian literature? These are some of the questions we
will grapple with in this course. To begin with, "Indian" is a
socio-political term more than it is a cultural term; the native peoples
of the North American continent are culturally diverse and can only be referred
to as "Indian" in the context of Indian/White relations. We will
need, therefore, to review U.S. Government policy toward Indians as part
of our background in studying Indian literature(s). Essentially a survey, the course is designed to give the student an overview of the wealth of
literary materials written by Indians. Course requirements: A midterm exam
or project, a term paper, and a final exam. Music and art will supplement the primary literary texts by such authors as Leslie Silko, N. Scott Momaday, James Welch and Simon Ortiz and may be utilized creatively in fulfilling the course requirements. (Vangen)
Courses in American Institutions (Division 316)
240/Poli. Sci. 210. Introduction to the Political Economy of American Institutions. (4). (SS).
The principle objective of this course is to understand the governmental and private institutions in the U.S. that allocate resources, resolve social conflicts, build consensus, and establish national goals. The course will begin with an analysis of how markets operate and under what circumstances they fail or malfunction, giving rise to calls for governmental intervention. Various modes of government intervention, such as the regulation of prices, provision of subsidies, the delivery of social services, or the imposition of taxes will be described and the impacts analyzed. The possibilities and obstacles facing citizens in affecting public policy will be analyzed with special emphasis on social movements, interest groups, and political parties. Students will write papers about the appropriate scope or purpose of government, the possibilities and limitations of planning, and problems of maintaining legitimacy in capitalist democracies, and the tradeoffs between equity and efficiency, or democratic participation and political stability. As part of the lectures, case studies of the provision of medical care in America, the regulation and promotion of industry, and the protection of civil rights will be presented. Both lecture and discussion sessions will be employed. Grades will be based upon a series of assigned essays, a midterm and final exam. (Walker)
426/Econ. 426. The Development of the American Labor Market Institutions. Econ. 201 or the equivalent. Not open to students who have taken or are taking Econ. 421 or 422. (3). (SS).
This course is an intensive investigation of selected topics in the development of the labor market in the U.S. These include: the rise of living standards; the labor market role of education; waves of immigration and their impact on wage structure; the determinants of the labor market status of Blacks from the Civil War to the present; the birth, growth, and decline of trade unionism; and the occupational status of women. The class is run in conventional lecture format; grades are based on a midterm and a final examination. This course is not open to students who have taken or are taking Econ 421 and 422. (Johnson)
439/Econ. 425/Poli. Sci. 439. Inequality in the United States. Econ.. 201 or Poli. Sci. 111. (3). (SS).
This course deals with economic inequality in the U.S. We begin by asking whether the goal of equality competes with other societal goals such as liberty and efficiency. Next we examine the sources of economic inequality. We investigate how and whether the family, neighborhoods, schools, and labor markets exacerbate and/or reduce economic inequality. This is followed by an examination of domestic social policies directed toward economic inequality. This will include: tax policies, charity, neighborhood reorganization, constitutional amendments and equal opportunity policies. We will ask whether these policies can be altered to be more effective. This course requires eight short papers and a final exam. (Corcoran and Courant)
450/Poli. Sci. 438. Ethics and Public Policy. (4). (SS).
This course will explore the ethical issues raised by a variety of public policies. After some initial discussion of ethical theories and of the relationship between ethics and politics, we will consider four topics: (1) evaluation techniques such as benefit-cost analysis, (2) the concept of liberty and policies that restrict it, (3) the concept of equal treatment, and (4) some of the ethical issues raised by the operations of multinational corporations. Classes will combine lectures about the various concepts and discussions of particular policies. Among the texts for the course will be Fred Feldman, Introductory Ethics; J.S. Mill, On Liberty; John Rawls, A Theory of Justice; Douglas Rae, Equalities; and Henry Shue, Basic Rights. There will be approximately eight writing assignments during the term, several of which will be revised and resubmitted. There will be no exams. (Chamberlin)
468/History 468. Politics, Power, and the Public Sector in America, 1820-1920. (4). (SS).
What historical forces have helped to shape the public sector in contemporary America? This course attempts to answer this question by combining the theoretical and empirical work of historians, political scientists, and sociologists to analyze the development of the public sector at local, state, and national levels in pre-New Deal America. The course will be conducted as a colloquium and, therefore, will be organized around weekly meetings to discuss assigned readings which will include both theoretical works and historical case studies. Among the former will be pluralist and neo-Marxian theories of power and the state, and collective choice theories and models of political mobilization. Historical case studies will focus on the relationships among socio-economic change, political action, and demands for the expansion of the public sector at critical moments in the nation's history. Of particular interest in the case studies will be the question from where demands for the expansion of the public sector originated. Students will write brief, weekly papers on the assigned readings and longer papers comparing theoretical and historical works. (McDonald)
471/History 571. American Institutions and the Development of the Family. (4). (SS).
This course will analyze the American family from the colonial period to the present. It will trace changes in the family from a preindustrial society to a post-industrial one. The approach is topical and will cover such issues as the use of birth control and abortions, childbearing practices, adolescence, role of women, old age, and death and dying. Particular attention will be placed on analyzing the impact of changes in American institutions on the development of the family. Course format consists of lectures and classroom discussions with an emphasis on a critical reading of the assigned materials. The grading will be based upon the midterm and final examination. Some of the readings will include: Michael Gordon's The American Family in Social-Historical Perspective; David Fischer's Growing Old in America; David Stannard's Death in America; and James Mohr's Abortion in America. (Vinovskis)
Anthropology 161. Introduction to Biological Anthropology. (4). (NS). Primarily for freshmen and sophomores, this course serves as an introduction
to anthropology as a natural science. No special background is required.
The guiding theme of the course is the study of human evolution with emphasis
on the mechanisms of evolutionary change and their application to the interpretation
of modern human variation and to the reconstruction of human and prehuman
evolutionary history. The format of the course is three weekly lectures
and one weekly discussion section, which will serve as a question and answer
session. The required text is Weiss and Mann, Human Biology and Behavior.
The course grade will be based on three hour exams given at approximately
equal intervals throughout the course. (Brainard) 365. Human Evolution. Sophomore standing. (3). (NS). Human evolution has been a biological process with both social and physical
aspects. Through lectures and readings, the interrelated process of behavioral
and physical change is outlined for the human line. Emphasis is placed on
evolutionary mechanisms, and context is provided through an understanding
of the pre-human primates. The human story begins with origins and the appearance
of unique human features such as bipedality, the loss of cutting canines, the appearance of continual receptivity, and the development of complex
social interactions. An early ecological shift sets the stage for the subsequent
evolution of intelligence, technology, and the changes in physical form that are the consequences of the unique feedback system involving cultural
and biological change. Class participation and discussion are emphasized.
The examinations are midterm and final. (Wolpoff) 368/Psychology 368. Primate Social Behavior I. (4). (NS). An introductory course that will familiarize students with the primate
order and its major divisions, and provide detailed knowledge of several
of the widely studied species of prosimians, monkeys and apes. The major
focus of the course will be the evolutionary significance of behavior in the wild, and special attention is therefore given to primate ecology and long-term field studies. Social organization, behavioral development, kinship
systems, sexual behavior, aggression and competition, and similar topics
are then described and analyzed from the perspective of modern evolutionary theory. This course can be taken on its own, but it also serves as an introduction
to 369, Primate Social Relationships. Two lecture hours, one film, and one discussion section weekly. One midterm and one final exam. Required
readings are Chalmers, Social Behaviour in Primates, and a course
pack. (Wrangham and Smuts) 371. Techniques in Biological Anthropology. Permission of instructor.
May not be included in a concentration plan in anthropology. (1-3). (Excl).
May be elected for a total of 6 credits. Individual work in preparing specimens used in physical anthropology
laboratories (skeletons, fresh specimens, casts, fossil materials, etc.).
Methods of instruction will include limited demonstrations. Individualized
instruction and independent work will be stressed, and assignments will
be matched to individuals' interests and skills. Three hours per week for
each hour credit is required. (Wolpoff) 466. Fossil Evidence and Evolutionary Theory. Anthro. 161 or the
equivalent, and junior standing; or permission of instructor. (3). (NS). This course attempts to apply evolutionary theory to the specifics of
human evolution. Both the fossil evidence and that derived from the study
of man's closest living relatives will be considered in reconstructing the
ecological adaptations that the human species has made in the past. The
course grade is based on a midterm and non-cumulative final examination.
(Livingstone) 469. Topics in Biological Anthropology. Permission of instructor.
(3). (NS). This lecture course will survey the major features of the human reproductive
process using a combination of demographic, biometrical and physiological
approaches. Emphasis will be placed on accounting for the range of variation
in natural fertility in the human species as a whole, and on assessing the
relative roles of physiological, behavioral and environmental factors in
controlling reproductive output. The evolution of human reproductive patterns
will also be discussed. Special attention will be given to the design and implementation of field research in reproductive ecology by anthropologists.
Students will be evaluated on the basis of one examination and a term paper.
(Brainard and Wood) 471. Undergraduate Reading and Research in Anthropology. Permission
of instructor. A maximum of 3 credits of independent reading may be included
in a concentration plan in anthropology. (1-3). (Excl). (INDEPENDENT). May
be elected for a total of 6 credits. Individually supervised reading and research in a topic of special interest
to the student and which is not the subject of other departmental course
offerings. Students must obtain permission from a member of the departmental
faculty before electing this course. Ordinarily, members of the departmental
faculty agree to supervise a reading course only when the topic is of special
interest to them. 563. Mechanisms of Human Adaptation. Senior standing or permission
of instructor. (3). (NS). The course is addressed at evaluating the physiological responses and adaptations that enable humans to survive environmental extremes such as those found under stressful conditions of heat, cold, solar radiation, high
altitude, undernutrition, overnutrition associated with modern western diets, and air pollution. Because this course is addressed to students of the several
disciplines and to facilitate understanding of the mechanisms of human adaptation
to environmental stress, the discussion of major topics is preceded by sections
outlining initial responses observed in laboratory studies with humans and experimental animals. Emphasis is given to the short adaptive mechanisms that enable an organism to acclimate itself to a given environmental stress.
Subsequently, the long-term adaptive mechanisms that enable humans to acclimatize themselves to natural, stressful environmental conditions are discussed.
Throughout the course, emphasis is given to the effects of environmental
stresses and the adaptive responses that an organism makes during its growth
and development and their implications for understanding the origins of
population differences in biological traits. Student evaluation includes three tests, a final exam, and a term paper. The method of instruction is
lecture and some discussion. (Frisancho) Courses in Cultural Anthropology (Division 319)
Courses are arranged by groups: Introductory Courses, Ethnology – Regional
Courses, Ethnology – Topical Courses, Linguistics, Archaeology, and Museum
and Reading and Research Courses. Introductory Courses 101. Introduction to Anthropology. Primarily for freshmen and sophomores. No credit granted to those who have completed 222 or 426. (4).
(SS). Although emphasizing cultural anthropology, Anthropology 101 is a survey
introduction to basic principles that unify the four subdisciplines of anthropology: biological anthropology, archaeological anthropology, cultural anthropology,
and linguistic anthropology. While it is a basic course for anthropology
concentrators, Anthropology 101 also aims at a general audience as the course
examines several areas of contemporary public interest as well as areas
of interest to social and biological scientists. Course topics include warfare
and human aggression; sex roles in cross-cultural perspective; American
"pop" culture; counter arguments to assertions of interrelationships
between race and intelligence; theories of evolution; ecological perspectives
applied cross-culturally to human populations; human evolution as exemplified
in the fossil and archaeological record; the origins of civilization; ape
communication; and kinship, marriage, politics, and religion in primitive, tribal, civilized, industrial, and underdeveloped societies. There are three
weekly lectures; a text and paperbacks provide material for discussion in
one weekly recitation section. The examinations are objective. Three hourly
exams. No final. No papers. (Kottak) 282. Introduction to Prehistoric Archaeology. (4). (SS). This course will combine both a general survey of world prehistory and a presentation of the techniques, methods, and theories of prehistoric archaeology
as a social science. The survey of world prehistory will focus on three
main processes in the development of human culture: a) the emergence of
human culture from a primate background, b) the origins of domesticated
plants and animals and the establishment of village farming communities, and c) the rise of complex states and empires from these simpler farming
societies. The presentation of techniques, methods, and theory will cover
field and laboratory techniques for acquiring information about past cultures, analytical methods for using that information to test ideas about past cultural
organization and evolution, and current theoretical developments in archaeology
as an explanatory social science. The course will be oriented as much toward
students with a general curiosity and interest in the field as toward eventual
concentrators. There will be three lectures plus one discussion section
per week. Requirements include a midterm and a final examination, plus two
to three take-home exercises which give students experience with the application
of analytical methods to real archaeological data. (O'Shea) 330. Culture, Thought, and Meaning. (4). (HU). This course is offered as an upper-division introduction to anthropology
for students who have not had other anthropology courses, and as an introduction
specifically to Cultural Analysis for students who have had some (other
sorts of) anthropology. It is recommended for concentrators and non-concentrators
at all levels; graduate credit can be arranged for graduate students. The
course is concerned with the individual, and with culture as a system of
meanings. Attention will be focused both on exotic cultures and on our own, in an effort to develop a truly cross-cultural perspective on how different
people construe "reality." Especially emphasized will be the role
of communication, and of "mind" (including cultural ontologies, epistemologies, logics, aesthetics, and rhetorics). There are no prerequisites.
Lectures will focus on: 1) the analysis of ethnographic data; 2) how to
read ethnographic reports critically; 3) the criteria for constructing ethnographic
reports. Readings will (mostly) be about other cultures. Ample opportunity
will be devoted to discussion of the lecture material and the readings.
Several sessions will also be devoted to the techniques of writing short
essays, and special guidance will be given to those who wish to improve their writing techniques. Grades will be based on seven short papers (six
pp. each). (Carroll) Ethnology – Regional Courses 315. Indians of North America. (3). (SS). The course provides an introduction to Native North American peoples
and involves a detailed discussion of several typical cultures and culture
areas, with a special emphasis on modes of subsistence, social and economic
organization, and religion. By focusing on native world views, an attempt
is also made to gain a better understanding of the Native Americans' own
perceptions of and attitudes towards their lives. The course deals primarily
with the more "traditional" native cultures prior to the spread
of Western domination. Nevertheless, several major post-contact cultural
developments, aspects of Indian-White relations, and contemporary problems
(including those of Michigan Indians) are touched upon. Required reading
includes several short ethnographic studies, a biography of a Native American
man or woman, and a few articles from a course pack. Student evaluation
is based on three essay-type exams (some of them take-home). One of the
exams can be substituted by a short research paper developed by the student
in consultation with the instructor. While lectures are the major method
of instruction, discussion, films, and demonstration of artifacts from the
Museum of Anthropology play an important role in this course (Kan) 402. Chinese Society and Cultures. Anthro. 101 or 222, or any
China course. (3). (SS). The course covers traditional and contemporary China, with an emphasis
on the peasant sector. The focus is on continuity and change in Chinese
society. The first part of the course discusses the social, economic, and political organization of late traditional China; ecological variations
including some of China's "national minorities"; folk-religion
interpretations of Confucianism, Buddhism and Taoism; popular arts; and the causes and forms of early peasant rebellions. The second part deals
with peasant participation in the socialist revolution, the reorganization
of society since 1949, and with contemporary aspects of community life, peasant economy, family, social stratification and social thought in the
Peoples Republic of China and also Taiwan. This is a lecture course, open
to students with junior standing or higher, and to sophomores with permission
of instructor. The readings are drawn mainly from the ethnological/cultural
anthropology literature on China, with some selections from sociology, social
history, rural economics and Chinese fiction. There is a midterm and a final
essay examination. Undergraduates write two short book-reviews; graduate
students write a research paper on a topic of their choice. (Diamond) 414/CAAS 444. Introduction to Caribbean Societies and Cultures I. Junior standing. (3). (SS). This course provides an introduction to the peoples and cultures of the Caribbean. Topics covered include: the historical origins of the social
structure and social organization of contemporary Caribbean states; family
and kinship; religious organizations; race, class, and education; Caribbean
migration; politics and policies of socioeconomic change. The course is
open to both anthropology concentrators and non-concentrators. Films on the Caribbean will be shown. Course requirements: four three to five
page typewritten papers which ask students to synthesize reading and lecture
materials. (Owusu) 417. Indians of Mexico and Guatemala. Anthro. 101, 222, or junior
standing. (3). (SS). We will survey the literature which deals with the Indian groups that
occupy Mesoamerica; these include the Nahua (Aztec), Tarahumara, Maya, Zapotec, Mixtec, Tarascan, Totonac, Otomi, and other Indian populations. Emphasis
will be on the aboriginal adaptations and culture, rather than on the colonial
or modern peasants. Topics will include religion, ideology, social and political
organization, subsistence, and settlement patterns. This is a lecture course
requiring a take-home midterm and a final paper; these two assignments will
constitute the grade in the course. Anthropology 101 or another anthropology
course is a prerequisite; others interested may seek permission of instructor
if they have not had any anthropology course. (Marcus) 423. Peoples and Cultures of Melanesia. Anthro. 101 or 222. (3).
(SS). This course covers the culture area of Western Melanesia with a particular
emphasis on New Guinea – a large island which contains 1000 distinct cultural
groups. Many of these have been brought into contact with western civilization
only within the past 15 years, and the area therefore offers unique opportunities
for the study of tribal society in a relatively pristine condition and has
served as a focus of much of recent anthropological research. The course
provides general coverage of the social, political, and economic organization
of 4 major sub-areas of western Melanesia and explores a number of additional
topics of current research interest, viz. male-female hostility and the
definition of sex roles, witchcraft, warfare, economic networks, Big Man
system of leadership, and millenarian movements. Lecture format; evaluation
is based on term paper and take home exam. (Kelly) 503 Japanese Society and Culture. Permission of instructor. (4).
(SS). Please contact the Department of Anthropology (1054 LS&A Building) or
POINT 10 (764-6810) after late April for information about course content
and requirements. 509. Ethnology of the Near East and North Africa. Anthro. 409, graduate standing, or permission of instructor. (3). (SS). This course is a survey of the anthropological literature on the Near
East and North Africa, with particular attention being paid to intra-regional
variations in the major cultural traditions, and the interplay of these
with minority ethnic identities and groups. In addition, the principal theoretical
problems that have emerged from anthropological research in the area – particularly
among towns-people, peasants and tribal pastoralists – are reviewed and their significance considered. It is a lecture course with considerable
classroom discussion and may involve a midterm and a final examination, for either of which a short research paper may be substituted. Readings
are assigned in a number of monographs and collections of articles, a range
of choice being provided to permit the individual student to emphasize a
particular regional or topical interest. Ethnology – Topical Courses 327. Introduction to Ethnology. Anthro. 101; recommended for
concentrators in anthropology. (3). (SS). This is essentially a "great books" course. Students read
six or seven classic ethnographies and write four short comparative essays
on them. (The latter provide the basis of student evaluation.) The ethnographies
are selected so as to display some of the main trends in the theoretical
development of anthropology. These trends are evident in successive author's
interpretations of the same cultural phenomena, e.g. magic, ritual, economic
organization, etc. About half the class meetings are devoted to lecture
and half to discussion. This course is particularly well suited to anthropology
concentrators and those with a high degree of interest in anthropology.
It assumes the background acquired in Anthropology 101. Students who have
not taken 101 but have some background derived from other anthropology courses
may elect 327 by permission of instructor. (Kelly) 357. Undergraduate Seminar in Ethnology. A course in cultural
anthropology and either junior standing or permission of instructor. (3).
(SS). Social and human implications of technological change. Analysis and discussion of changes in family life, government and law, economy and religion
under the influence of western technology. Case studies from Asia, the Middle
East, Latin America, the Caribbean and Africa. Course requirements: two
4-5 typewritten page reviews, plus a term or research paper. Seminar format.
(Owusu) 398. Honors in Cultural Anthropology. Permission of instructor.
(3). (Excl). (INDEPENDENT). May be repeated for a total of six credits with
permission of concentration adviser. Section 002. This Honors course sequence in archaeology is designed
for undergraduate anthropology concentrators who are specializing in archaeology
and who have applied for senior Honors in the Department of Anthropology.
The course sequence is divided into two parts. During the first term, students
meet together once a week to define research problems in archaeology, to
discuss the construction of analytical and mathematical models appropriate
for archaeology, and to analyze methods and procedures for solving problems.
These sessions provide background which enables students to define a senior
Honors thesis project. The second part of the course sequence begins once
a thesis topic is selected. Each student in consultation with the Honors
adviser may request any Department of Anthropology faculty member to serve
as a thesis adviser. Periodically Honors students convene to discuss together their research progress. At the end of the second term of the Honors sequence, each student writes an Honors thesis and presents a seminar summarizing the project and its conclusions. Original field research, library sources, or collections in the Museum of Anthropology may be used for Honors projects.
Prior excavation or archaeological laboratory experience is not required
for participation. (Ford) 449. Metaphor Enacted: Magic, Healing and Ritual Transformations. Anthro. 101, 222, or junior standing. (3). (SS). This course will be a detailed study of the structure and function of
magic, healing and ritual and the roles these play in human society as devices
of transformation. We will start from the premise that metaphor and metonymy
are two complementary processes whose powers to transform are employed differently
by each of the three. The core of the course will be ethnographic data, both classic (e.g., Evans-Pritchard, Kluckhon, and Junod) and recent (e.g., the instructor's), which would be selected both for its wealth of detail
and its geographic spread. Theoretical works will form the illuminating
complement to the data and, in keeping with the concept of enacted metaphor, will include such philosophers and literary writers as Max Black, Kenneth
Burke, and Wittgenstein; as well as authors such as Arnheim, Fraser, V.
Turner, de Heusch, and Levi-Strauss. Classes will be combinations of lectures
and discussion by students, who will be expected to have completed the relevant
readings prior to each class. Ideas or points to be considered while reading
will be suggested by the instructor, to assist students in their work. Evaluation
will be made on the basis of a short paper, a midterm exam, and a take-home
final exam. Students wishing to do so may substitute a longer research paper
for the final exam. Its topic and form must be approved by the instructor, and the student is expected to keep in close touch with the instructor throughout the term. (Roberts) 458. Topics in Cultural Anthropology. Permission of instructor.
(3). (SS). May be repeated once for a total of 6 credits. Section 002 – Anthropology of Death and Dying. Death is a universal
human experience, yet the attitudes and responses towards it develop out
of a complex interplay between individuals and their socio-cultural environment.
Using anthropological works (e.g., The Death Rituals of Rural Greece
by L. Danforth; A Death in the Sanchez Family by O. Lewis), novels
(e.g., The Death of Ivan Illych by L. Tolstoi) and films, the course
explores the meaning of death in several Western and non-Western cultures
and religious traditions. Particular attention is paid to understanding
native ideas about the person, the life-cycle, and the afterlife; as well
as interpreting mortuary rituals and the experience of the dying and the
survivors. The course also offers an anthropological perspective on the
development, since the nineteenth century, of the characteristic American
mode of dealing with death and dying, including such controversial issues
as suicide and euthanasia. Recommended prerequisites: sophomore standing
or permission of instructor. Student evaluation is based on two take-home
exams and a short research paper developed by the student in consultation
with the instructor. Method of instruction combines lectures and discussion.
(Kan) Section 003 – Problems in Near Eastern Ethnology. The Near East is
an important region where ideological allegiance and conflicts are deeply
intertwined with political and economic relations. It is thus an arena in
which we can evaluate new developments in anthropological theories. Section 004 – Problems in Japanese Ethnology. Please contact the
Department of Anthropology (1054 LS&A Building) or POINT 10 (764-6810) after
late April for information about course content and requirements. 528. History of Anthropological Thought. Senior concentrator or
graduate standing. (3). (SS). This course provides an intensive analysis of critical problems in social
anthropological interpretation within both a contemporary and an historical
context. The course begins with a discussion of theoretical problems. This
is followed by a detailed analysis of how these problems are crucial in
an analysis of the works of many pre-1945 theoreticians such as Marx, Morgan, Durkheim, Weber, Boas and Kroeber, Benedict and Mead, Malinowski, and Radcliffe-Brown.
Class format is a combination of lecture and discussion, and course requirements
include the reading of critical works by the theoreticians mentioned above
and a final examination which is given as a take-home examination. (Yengoyan) Linguistics 472/Ling. 409. Language and Culture. (3). (HU). This course explores the relationship between language and culture as
a set of mutually reinforcing constraints which form different types of
coherence systems. Language is dealt with both as a set of grammatical forces
as well as semantic imperatives which must be related to culture as a system
of social principles, as webs of meaning, and as a framework of knowledge
and philosophy. The realm of thought is analyzed as a human condition which
produces creative and constrictive conditions on language and culture. A
few short paperback volumes are required in addition to articles placed
on undergraduate reserves. Course requirements are a midterm and a final
examination. (Yengoyan) 576/Ling. 510. Introduction to Anthropological Linguistics. Graduate
standing or permission of instructor. (3). (SS). This course serves as an introduction to language and linguistics for
anthropologists. It provides the basic tools necessary for discussing and working with linguistic systems and introduces theoretical models both as
tools for working with data and as models of cultural activity. The nature
of language as a sign activity, the status of linguistic representations, and semiotic and biological bases of linguistic universals are explored
(Mannheim) Archaeology 387. Prehistory of North America. Anthro. 101 or 282. (3). (SS). The course will trace the development of North American Indian cultures
north of Mexico from the first entry of big game hunters into the New World
10,000 to 15,000 years ago through the origins of agriculture and the appearance
of the first sedentary farming villages to the emergence shortly before
European contact of complex socially stratified political systems. The course
will focus especially on the Eastern U.S. and the American Southwest. Emphasis
will be given to the importance of the prehistoric record for understanding
Native American cultures at the time of contact, and the value of historic
and ethnographic descriptions for understanding the past. Three hourly exams
and final; lecture format. (Speth) 483. Near Eastern Prehistory. Anthro. 101, 282, or junior standing.
(3). (SS). This course surveys the archeology of Lebanon, Jordan, Israel, Syria, Turkey, Iraq and Iran from the Lower Paleolithic to the beginnings of Sumerian
civilization. It emphasizes the most salient cultural developments within this region and demonstrates how civilization evolved from hunting and gathering
economies, through plant and animal domestication, the first permanent settlements, and finally urbanization. (Flannery) 494. Introduction to Analytical Methods in Archaeology. One course
in statistics or permission of instructor. (3). (Excl). This course is designed to acquaint students with the application of
analytical techniques in archaeology and to provide an understanding of the role of numerical analysis in archaeological research. Course coverage
will range from the most basic use of numbers in data presentation to the
consideration of a variety of more complex techniques which have been developed
specifically to cope with the unique character of archaeological research.
The course will be organized around sets of lectures and class exercises, and a basic familiarity with archaeological research and common statistical
methods will be assumed. Students will require a good hand calculator for
regular class use. Readings for the course will be drawn from a variety
of sources, and as such no core text will be assigned. Evaluation of student
performance will be based on a series of assigned projects designed to highlight the student's control over the subject matter of the course. (O'Shea) 581. Archaeology I. Senior concentrators, graduate standing, or
permission of instructor. (3). (SS). The first part of this course is devoted to developing models of the
operation and evolution of hunter-gatherer cultural systems and to discussing the ways in which these systems may be studied from the archaeological record.
The second half of the course consists of a review of the archaeological
evidence for the evolution of these cultural systems from their earliest
appearance until the beginnings of sedentary, agricultural communities.
Most emphasis is given to materials from Africa and Europe with brief attention
paid to Asia and the New World. Lecture course. Evaluation based on paper
and examinations. (Speth) Museum, Reading, and Research Courses 496. Museum Techniques in Anthropology. Permission of instructor.
(1-3). (Excl). (INDEPENDENT). May be repeated for credit for a total of
6 credits for Anthro 496 and 497. Anthropology 496 is offered in the Fall Term, 497 in the Winter Term.
Content of both courses is the same unless a student has already had either
course. If so, then the student works on exhibitions with anthropological themes. These courses are intended to give the student an introduction to the principles of museum management, policies, and practices. In conjunction
with this introduction, individual instruction is offered on the recording, cataloging, care and preservation, and analysis of collections of material
culture. There will be one hour of lecture per week, with the remaining
time being devoted to work with museum curators or graduate research assistants
working in the museum laboratories. For each credit elected, three hours
of participation are required. Thus for one credit there will be one hour
of lecture and two of applied museum work; for two credits, one hour of
lecture and four of work; for three credits, two hours of lecture and six
of work. There is a text and some reserve reading. Grades are based on lectures, requirements, and directed work. Emphasis is on the nature of museum work
as a career within a research framework as well as on a general understanding
of how anthropological museums are organized and exhibits originate. (Ford) 499. Undergraduate Reading and Research in Anthropology. Permission
of instructor. A maximum of 3 credits of independent reading may be included
in a concentration plan in anthropology. (1-3). (Excl). (INDEPENDENT). May
be elected for a total of 6 hours credit. This course features individually supervised reading and research in
a topic of special interest to the student. Students must consult with and must obtain permission from a member of the departmental faculty before
electing this course. Students should not expect to receive credit for reading
in topics that are regularly covered in other departmental course offerings.
Ordinarily, members of the departmental faculty agree to supervise a reading
course only when the topic is of special interest to them. Courses in Armenian Studies (Division 322)
171/Slavic Ling. 171. First-Year Armenian. (4). (FL). See Slavic Linguistics 171. (Harlan) 271/Slavic Ling. 271. Second-Year Armenian. Armenian 172 or equivalent.
(4). (FL). See Slavic Linguistics 271. (Harlan) 287(270)/REES 287/History 287. Armenian History from Prehistoric Times
to the Present. (4). (SS). See History 287. (Suny) Courses in Asian Studies (Division 323)
111/History 151. The Civilizations of South and Southeast Asia. (4).
(HU). This is an introduction to the civilization of the Indian sub-continent, from its origins about 3000 B.C. to the present, where it comprises over
a fifth of the world's people and its oldest living civilized tradition, its largest political democracy, and a major component of the Third World.
The course progresses from origins and the Indus culture through the Aryans, Hinduism, caste, and classical India to the succession of empires from the
Mauryas to the Mughals and the British, colonialism, and independence, and partition. We then consider current problems and changes topically: regionalism
and language, agriculture and rural development, population, urbanization, industrialization, and "modernization," and the rise of separate
nation-states (India, Pakistan, Bangladesh, and Sri Lanka). Lectures and varied readings (via a Course Pack) are designed to stimulate class discussion, and there will be some use of slides and films. Art, literature, and religion
will also be discussed as part of the evolving culture. There will be one
take-home midterm, and a similar final exam, with optional additional papers
at student request, all of the essay type. There are no prerequisites and no previous knowledge is assumed. (Murphey) 121/History 121. Great Traditions of East Asia. (4). (HU). This course is a broad introductory survey of traditional Chinese and Japanese civilizations from about 2000 B.C. until the advent of modern European
imperialism at the beginning of the nineteenth century. The primary purpose
of the course is to help nonspecialists begin to understand the patterns
(but not necessarily the details) of how these two civilizations arose, changed, and interacted, with particular emphasis upon their important institutional
and cultural traditions. The approach will be largely historical, but by
drawing upon guest lecturers from the University's outstanding East Asian
faculty, we shall also sample the glories of the traditional literature, secular philosophy, and religious thought of China and Japan. Course readings
will include not only survey histories, therefore, but also selections from
anthologies of both literary and philosophical writings. Grading will be
based upon a midterm and a final exam, with exams being of the essay type.
No prior knowledge of East Asia is assumed. (Arnesen) 441. Asia Through Fiction. (3). (HU). This course deals with selected novels and short stories by Asian writers
and by Westerners writing about Asia. It attempts to compare different perspectives
on the Asian scene and particularly focuses on East/West interactions. Course
readings center on India, Southeast Asia, Japan, and China. Four short essays
are required, which take the place of an examination. The class is usually
small enough to function very successfully as a group discussion, which
considers also the Asian context. There are several evening opportunities
to sample Asian cuisine and films. Writers dealt with include Narayan, Greene, Mishima, Forster, Kipling, Conrad, Tanizaki, Orwell, Markandaya, Buck, Lu
Hsun, and others. (Murphey) 444. The Southeast Asian Village. (3). (SS). This course examines aspects of village form, function, life and problems
in Southeast Asia. Using readings, lectures and films it provides a comparative
view of the varied rural societies of the region. Sections of the course
deal with the physical setting of the village, house types, the village
economy, daily and seasonal activities, religion, custom and tradition, and popular culture. Village economic, social and political organization
are also covered, as well as tension and change associated with development, urban migration and the decline of the village. The course makes extensive
use of case studies and guest lecturers. Course grading is based on a research
paper: reading is moderate to heavy, and can be focused on the country and problems of interest to the individual student. The course meets for a three-hour
period once a week to provide the most flexible format for films and discussion.
(Gosling) 511. Colloquium on Southern Asia: The Interface of the Humanities and the Social Sciences. (2). (Excl). Courses in Astronomy (Division 326)
101. Introductory Astronomy: The Solar System. No credit is granted
to those who have completed 111 or 130. (4). (NS). Section 007. Astronomy 101 students attend the same lectures as Astronomy
111 students. For course description, see Astronomy 111, Section 007. 102. Introductory Astronomy: Stars, Galaxies, and the Universe. No
credit is granted to those who have completed 112 or 130. (4). (NS). Section 007. See Astronomy 112, Section 006. 111. Introductory Astronomy: The Solar System. No credit is granted
to those who have completed 101 or 130. (4). (NS). Section 006. Lectures are the same for both Astronomy 101 and 111.
They deal with the beginnings of astronomy, motions of bodies in the solar
system, properties of light and atoms, the Sun, the Earth, the Moon, individual
planets and satellites, comets and meteors, and the origin of the solar
system and life. The exploration of the solar system by spacecraft will
be emphasized. Astronomy 111 has laboratory sections every week. Astronomy
101 has discussion sections. Course requirements include two midterms and a final examination. Laboratory sections include observations with telescopes.
A planetarium visit will be arranged. 112. Introductory Astronomy: Stars, Galaxies, and the Universe. No
credit is granted to those who have completed 102 or 130. (4). (NS). Section 006. Lectures are the same for Astronomy 102 and 112. This
course treats modern ideas concerning the origin and evolution of stars, galaxies, and of the Universe as a whole. The lectures emphasize current
knowledge of the formation and evolution of stars toward their ultimate
destiny as white dwarfs, neutron stars, or black holes. The course will
outline the evidence that the Universe is currently expanding from a hot
dense phase in the distant past toward a fate that is accessible to observation.
Specific objects such as supernovae, quasars, and galaxies are also examined.
Course work includes assigned reading, short quizzes, midterm and final
examinations, and section meetings. Astronomy 112 students have evening
laboratory and observation periods every other week, and daytime discussions
in alternative weeks. Astronomy 102 has only discussion sections. 130. Explorations in Astronomy. No credit is granted to those
who have completed 101, 102, 111, or 112. (4). (NS). This course covers selected topics concerning the stars, the galaxy, and the universe. Some of the subjects discussed are: the results of the
space program, the life history of stars, interstellar nebulae, pulsars, black holes, normal and peculiar galaxies, quasars, and the evolution of the universe. There are four lectures per week and observations with telescopes
and a planetarium visit will be arranged. (D. Richstone) 221. General Astronomy: The Solar System. Prior or concurrent
election of Math. 115. No credit is granted to those who have completed
101, 111, or 130. (4). (NS). Astronomy 221-222 is a two-term introductory sequence intended primarily
for students in the sciences and engineering. In the Fall Term, Astronomy
221 deals with the astronomy and physics of the solar system. Topics covered
include: (1) principles of orbit theory; (2) interior structure, surface
features and atmospheres of the planets; (3) the minor constituents of the
solar system; (4) the sun. Laboratory work will include observations with the telescopes atop Angell Hall, experiments and discussions. Homework problems
are assigned almost weekly. Some outside reading will be assigned. There
will be two midterm examinations and a final examination. (Teske) 261/NOEP 301. Navigation. (2). (Excl). See NOEP 301. (Lt. Costello) Courses in Atmospheric and Oceanic Sciences (Division 241)
Although A&OS 202 and 203 are offered through the College of Engineering, the courses are approved by LS&A to earn LS&A credits and may be used to meet
Natural Science distribution requirements. There is no specific relationship
between A&OS 202 and 203 though the courses complement each other and, in turn, complement offerings in the Geological Sciences Department. Other
Atmospheric and Oceanic Sciences courses are listed in the College of
Engineering Bulletin, and in the Time Schedule as part of the
offerings of the College of Engineering in the A&OS subsection and may
be elected by LS&A students as a pat of non-LS&A course work. These other
courses do not help meet LS&A distribution requirements. Students who have
a serious professional interest in the field should consult the department
(2233 Space Research Building, 764-3335). 202. Weather and Climate. (3). (NS). Section 002. Focus of the course is on understanding the basic nature
and behavior of the earth's atmosphere through comprehension of weather
maps and charts. Students learn to relate observable features of day-to-day
weather and of climate to atmospheric motions and other characteristics
revealed on the daily weather maps. They learn, also, to appreciate the
atmosphere as a natural resource and to understand its limitations in the
transport and diffusion of air pollutants. About ten minutes each class
hour are devoted to description of current weather with aid of same-day
maps. Students learn to plot and analyze weather maps. A report on the weather
and climate of a particular place of personal interest is prepared by each.
Hour examinations are given at 3-4 week intervals. These account for about
60% of course grade, the report about 20%, and weather map analyses and homework assignments the remainder. (Portman) 203. The Oceans. (3). (NS). This course, which presents an overview of the four broad subfields
of modern oceanography: (1) Physical Oceanography, (2) Geological Oceanography, (3) Chemical Oceanography, and (4) Biological Oceanography will draw examples
from contemporary issues facing the world's oceans. Topics such as man's
extension into the sea; aquaculture; economic potential of the sea's living
and mineral resources; the law of the sea; intelligence in the sea; and whale and dolphin communication will serve to enhance the understanding
of basic scientific principles. The format of the course will be lecture
supplemented by readings in The World Ocean and a paperback novel, The Frail Ocean. Three hourly exams and a final will be given. (Section
1: Owen; Section 2: Meadows) Courses in Biological Chemistry (Division 517) 415. Introductory Biochemistry. Two terms of organic chemistry equivalent
to Chem. 225 and 226. Credit is not granted for both Biol. Chem. 415 and Biol. 411. (3-4). This is a one semester course in biochemistry. Biochemistry is essentially the identification of the characteristics of living matter. Specifically the course will cover the biochemistry of the living state, the chemistry
of biomolecules, energy transformations and chemical reactions in living
cells; function of the immune system and action of hormones; self-regulation
and self-replication of living organisms. The course begins with a set of
16 objectives in the form of questions, and at the end these objectives
are reexamined. The main text is Biochemistry , 2nd ed. by Stryer.
Some topics on molecular biology are also covered by Molecular Biology
of the Gene 3rd ed., by Watson. The course is basically a lecture course
with handouts provided for emphasis. Four hourly exams and a final examination
will be used to evaluate student performance. It is possible to obtain a
fourth credit hour by attending an extra series of lectures and preparing
a research paper. (Zand) 416. Introductory Biochemistry Laboratory. Quantitative analysis (e.g., Chemistry 197 or 348, or 346 and 347); prior or concurrent election
of Biol. Chem. 415; or permission of instructor. Credit is not granted for
both Biol. Chem. 416 and Biol. Chem. 516. (2). The goal of this laboratory-lecture course is to introduce students
to modern biochemical techniques involving the separation and isolation
of large molecules (proteins, DNA, RNA) and small molecules. An enzyme is
isolated and purified and then used to study enzyme kinetics; and through this process students are introduced to spectrophotometric analysis, chromatographic
(paper, columns, thin-layer) separations, disc gel electrophoresis. Thermodynamic
parameters are calculated from an experiment using alcohol dehydrogenase.
Students are also introduced to the use of radioisotopes in metabolic studies
and radioimmunoassay. Students are expected to be familiar with simple chemical
calculations at a level equivalent to that acquired through an introductory
level college chemistry course. Previous laboratory work, especially Chemistry
346 or its equivalent is useful. This course is elected by biochemists and chemists and no distinction is made between undergraduates (about three-fourths)
and graduates (about one-fourth) in assigning final grades in the course.
The course is not related or equivalent to Zoology 416. (Hajra, Jourdian) Biology Sciences 100. Biology for Nonscientists. Not open to concentrators in the
biological sciences. (4). (NS). Biology 100 is a one term course designed to introduce students to current
biological concepts. It can be taken to satisfy distribution requirements
under Patterns I, II, or III. The course consists of three hours of lecture
per week plus a coordinated discussion session which occupies two hours
per week. Biology 100 provides an introduction to some general principles
of biology and concentrates on the areas of cell biology, genetics, and evolution. Within these areas topics such as cell structure, cell metabolism, nutrition, alcohol as a drug, human genetics, genetic engineering, cancer, nature of evolution, and sociobiology will be discussed. A major objective
of this course is to point out to students the nature of the scientific
process and illustrate the uses and non-uses of science in contemporary
life. Wherever possible the ethical and social implications of contemporary
scientific effort will be discussed. This course is designed for students with a minimal background in the biological
sciences but we do assume some exposure to biology at the high school level.
Discussion sections enroll 20 students and are taught by graduate student
teaching assistants. In the discussion section students have the opportunity
to review material presented in lecture, observe and perform experiments
which illustrate lecture material, and participate in discussions of issues
raised in the lecture segment. Attendance at the discussion section is required.
Course grade is determined on the basis of three lecture examinations (300
points) and upon discussion quizzes and papers (100 points). (J. Allen) 101. Biology and Human Affairs. (4). (NS). This course is an introduction to those aspects of biology that have
direct applicability to the lives of people in today's world. It covers
current controversies within biology, especially as they relate to human
life and human affairs. Topics discussed include DNA recombinant research, genetic engineering, IQ and genetics, sociobiology, sex roles, agriculture, world hunger, nutrition and health. Background information is given for
each topic, but the emphasis is placed on the controversies and the role
of science in human affairs. An analysis of the nature of the scientific
method in biology, both historically and as currently applied, is a unifying theme of the course. In addition to the two lectures per week, there is
a two-hour discussion period in which the topics are further explored and films are frequently shown. (Vandermeer) 105. Introduction to Biology. Chem. 123 or 107 or the equivalent.
Biol. 105 may be substituted wherever Biol. 112-114 (or the equivalent)
is a prerequisite. No credit is granted to those who have completed Biol.
112-114 (or the equivalent). (5). (NS). This is a one-term, fast-paced alternative to the Biology 112/114
sequence, covering essentially the same material. It is open to students
who have completed at least one term of introductory college chemistry (Chem.
123 or equivalent) and have a strong background in high school biology.
Biology 105 may be substituted whenever Biology 112/114 are prerequisites, but it is closed to students who have completed Biology 112 or 114. Reading, writing, and verbal skills play important roles in this course; students
who are weak in these skills or who are not motivated to rapid, self-disciplined
study habits are advised against taking the course. Biology 105 differs
from Biology 112/114 sequence not only in the fast pace of study, but in the format of course offering. It is run on a self-instructional format
with a strong emphasis on students' initiative to study material from assigned
readings and to perform weekly laboratory exercises. Biology 105 is divided
into three units (Biology of Cells, of Organisms, and of Populations). Assigned
readings, laboratory material, and a study guide are given for each unit.
The entire class meets three times a week; two one-hour lecture periods
for lectures and examinations and once for an hour-long discussion to introduce the laboratory exercises and integrate the lab and lecture material. The
laboratories (3043, 3032 NR) are open for 18 hours weekly during which each
student spends approximately a 3-hour block of time. Students meet once
a week for two hours in small recitation sections after their laboratory
work to analyze and discuss laboratory results and the readings. Three 2-hour
examinations (including the final) are given to test students' understanding
of both reading and laboratory material. These examinations cover each unit
of the course at several levels of complexity and each of three levels is
graded on a 0-100 basis. In addition, each student is required to submit
two written laboratory reports which are graded on a 0-100 basis. The final
grade is based on Teaching Assistants' evaluations for a total of 1200 points.
The textbook for this course is Biological Science (3rd edition, 1980) by
W.T. Keeton. A Xeroxed laboratory manual must also be purchased at the University
Cellar. A laboratory kit must be purchased at the Chemistry Store. For more
information see the laboratory coordinator, 3064 NR (phone 30495). (Ikuma) 112. Introduction to Biology: Term A. Chem. 123 or 107 or the
equivalent is recommended. No credit is granted to those who have completed
105. (4). (NS). Biology 112 is the first term of a two-term introductory biology sequence
(112/114). The sequence is intended for concentrators in biological and other science programs, premedical or other preprofessional students. Other
students wishing detailed coverage of biology and having suitable prerequisites
are also welcome. The aims of Biology 112/114 are to provide factual and conceptual knowledge of biology; to afford suitable experience in obtaining
and interpreting biological data, including formulation and testing of hypotheses;
and to give an integrated overview of present-day biology. The topical coverage
of Biology 112 is about equally divided among three areas, in the following
sequence: (a) cellular and molecular biology; (b) genetics and developmental
biology; (c) microbial and plant biology (structure, function, diversity). Each week, students are expected to attend three lectures and one three
hour laboratory/discussion section. Students must attend their regularly
assigned laboratory/discussion meetings starting with the first week of the course or their space may be given to someone else on the waiting list.
There will be three course-wide examinations and a final examination, as
well as supplementary films and review sessions. Students must be
sure to reserve appropriate times and dates for these activities (specified
in the Time Schedule). In addition, regular attendance at all laboratories
and discussions, and written laboratory reports are required for completion
of the course. The required textbook, laboratory manual, and course pack of syllabus and lecture notes are available at bookstores. Students should not buy any study
guides or other supplementary materials for this course. An Honors laboratory section is available (see Time Schedule); enrollment
for Honors work will entail laboratory and discussion time and effort beyond the regular course material; times for additional meetings will be announced. Note concerning prerequisites. A functional knowledge of general
chemistry at the college level is required, and is utilized starting at the outset of the term in Biology 112. Chemistry 123 or 107 or the equivalent
college-level chemistry course are acceptable. (Chemistry 125 is even more
helpful, but is not required). High school chemistry is not suitable
as a prerequisite unless a student has obtained Advanced Placement credit
for Chemistry 123, or has obtained other certification of college-level
equivalency in general chemistry. Students who have completed Chemistry
123 with a grade below C- are to repeat the course before electing Biology
112, or repeat it concurrently with Biology 112. Although a high school
biology course is helpful preparation for Biology 112, it is not required.
For further information contact the Biology 112/114 office, Room 1570 C.C.
Little Building.) (Kleinsmith, Estabrook) Section 008 – Permission of Comprehensive Studies Program (CSP).
This CSP section, which covers the complete course syllabus, is designed
for students who want to be certain they are highly prepared for Biology
114 and are willing to devote the effort necessary to do so. Extra class
time is provided for in-depth analysis of central concepts. Therefore, enrollment
in this CSP section will entail laboratories exercises and discussion time
beyond the regular course requirements. 114. Introduction to Biology: Term B. Biol. 112. No credit is
granted to those who have completed 105. (4). (NS). The course is a continuation of Biology 112, including the following
topics: (a) evolutionary biology; (b) ecology and behavior; and (c) animal
biology (structure, function and diversity). Aims and format are stated
above for Biology 112. Students must attend their regularly assigned
laboratory/discussion section starting with the first week of the course, or their space may be given to someone else on the waiting list. For
information concerning the textbook and laboratory manual, contact bookstores.
Further information about this course can be obtained from the Biology 112/114
office in Room 1570 C.C. Little Building. (Hazlett, Oakley) 305. Genetics. Biol. 105 or 112 (or the equivalent). (4). (NS). This course is designed for students who are majoring in the natural
sciences, or who intend to apply for graduate or professional study in basic
or applied biological sciences. This introduction to genetics is divided
into three segments: nature and properties of genetic material, transmission
of genetic material, and function and regulation of genetic material. There
are three hours of lecture a week and one discussion section directed by
teaching assistants. The discussion sections are used to introduce relevant
new material, to expand on and review the lecture material, and to discuss
problem assignments. Grading is based on examinations covering the lecture
material, discussion material, reading assignments in the text, and problem
sets covered in the discussion sections. (Rizki, Grossman) 306. Introductory Genetics Laboratory. Prior or concurrent enrollment
in Biol. 305. (2). (NS). This laboratory course is intended for students who have taken or are
taking Genetics (Biology 305) and is designed to complement material covered
in that course. Students will be given the opportunity to use biological
materials and instruments utilized in genetic research. They will also do
experiments using a variety of genetic tests and collect and analyze data.
Each student will evaluate and interpret results independently. The experiments
will be done with Drosophila, fungi, bacteria and bacteriophage. One three-hour
laboratory session is scheduled per week, and another period is to be arranged.
Some work will have to be done outside regularly scheduled lab hours. The
laboratory will be open daily and evenings. In general, the experiments
(about six or seven in number) will be done by pairs of students, however, each student will be expected to keep his own lab notebook and to write
his own summarizing report for each experiment. Six written reports are
required during the term. Student evaluation will be based on performance
in laboratory, and written laboratory reports. This course is designed for
advanced students interested in genetics. (Gay) 320. Cellular Physiology. Biol. 112-114 or 105; Chem. 126 or the
equivalent. Organic chemistry is helpful but not required. Not open to students
who have completed Biol. 415. (3). (NS). This lecture course is designed to provide undergraduates with (1) understanding
of the basic functions of living cells, (2) appreciation for the experimental
and observational methods which have established current knowledge, and (3) awareness of contributions of molecular and cellular biology to other
areas of biological science and to human affairs. The interdependence of
cell function and cell structure is stressed. As far as possible, an effort
is made to phrase explanations in molecular terms and to provide insight
into how biological molecules are integrated into higher levels of organization.
Course content includes an introduction which stresses the essential unity
of cell functions throughout the biosphere, the organizational basis of
cell functions in prokaryotes and eukaryotes, and the basis of cell diversity.
The course also includes a brief overview of selected metabolic pathways;
energy transformations; flow of matter and information in biosynthesis (selected
aspects); biogenesis of supramolecular structure and orangelles; cell surfaces;
membrane structure, permeability and transport; secretion; the cell cycle
and cell division; cellular aspects of locomotion; intracellular regulatory
mechanisms; and special topics. This course provides a one-term core background
in cellular biology, molecular biology and related subjects. It is suitable
for concentrators and for other students wishing a one-term survey of this
subject matter. Students desiring more detailed treatment may elect the
two-term sequence Biology 411 and 415. Lecture notes and books containing
recommended readings will be on reserve at the Undergraduate Library. There
will be a textbook; purchase is optional. Each of two or three examinations
during the term include short-answer "factual" questions and also
several questions requiring brief explanatory paragraphs providing interpretation
of data or formulation or proof of a hypothesis. There will be a final exam.
In the past students have had considerable input into style and frequency
of examinations. For further questions contact the instructor. (Shappirio, 764-1491) 351. General Ecology. Biol. 112 and 114 (or the equivalent); and a laboratory course in chemistry. No credit to those who have complete Biology
350. (5). (NS). This course introduces the basic concepts and principles of ecology
as applied to the study of individuals, populations and communities of both
plants and animals. Course topics include the role of physical and biotic
factors influencing the distribution and abundance of organisms, dynamics
of single species populations, competitive, predator-prey, and mutualistic
interactions, community organization, ecological succession, evolutionary
aspects of ecology, and current applications of ecology to problems of environment
and resource management. Biology 351 is a suitable prerequisite for intermediate
and advanced courses in ecology. There are three lectures a week and one
discussion period. The laboratory meets one day a week for four hours at the Matthaei Botanical Gardens, 1800 Dixboro Road. Three field trips to
outlying study areas are included. Free bus transportation between the Main
Campus and the Botanical Gardens is provided. Two laboratory reports and two one-hour exams, plus a final examination, constitute the main basis
of evaluation. The required text is Ecology, by R.E. Ricklefs. (Rathcke, Goldberg) 411. Introductory Biochemistry. Biol. 105 or 112 (or the equivalent);
and Math. 113 or 115; and organic chemistry and physics. No credit is granted
to those who have completed Biol. Chem. 415. (4). (NS). The major objective of this course is to provide upper level undergraduates
and beginning graduate students in biology, physiology, cellular and molecular
biology, pharmacy, biological chemistry, pharmacology, toxicology, nutrition, physical education, microbiology, bioengineering, and other related areas
of biology with an appreciation of the molecular aspects basic to metabolism
in plants and animals. Emphasis is placed upon the physiological and dynamic
rather than upon the morphological or structural aspects of molecular biology.
Biochemistry is defined in the broad sense, i.e., that organizational
level of biology as described in molecular or chemical terms. This course
is directed toward those contemplating a career in some aspect of experimental
biology, including medicine, dentistry, and other professional areas. The
general subject matter includes amino acids, structures of protein, enzymes, carbohydrates, lipids, energetics, and the basic metabolism of biological
systems. The course is taught according to the methods of the Keller Plan, i.e., it is a self-paced, personalized system of instruction. Students
interact according to their own schedules with undergraduate proctors chosen
according to interest and ability to teach biochemistry to undergraduates.
The course is divided into logical units of material, and students are expected
to master the content of each unit. Upon the student's satisfaction that the unit material has been mastered, the student requests a quiz from
a proctor. Upon successful completion of material on the quiz, the student
is permitted to continue to the material of the next unit. Grades are assigned
according to number of units successfully completed by the end of the term, plus a factor derived from a combination of the midterm and final exams.
Each quiz is graded immediately upon its completion by both the proctor
and the student. This system is designed to take into consideration different
rates of individual learning as well as to eliminate unhealthy competition
among students. Proctors are available to help students approximately 60
hours per week. Several lectures dealing with biochemical topics are given
by the instructor. Material covered in these lectures represents an extension
of information in the course and is not the subject of examination. (Beyer) 412. Teaching Biochemistry by the Keller Plan. Biol. 411 and permission
of instructor. May not be included in any of the Biological Sciences concentration
programs. (3). (NS). (TUTORIAL). Biology 412 adheres to the old Chinese proverb: "I hear and I forget.
I see and I remember. I do and I understand." Undergraduates who previously
have taken an introductory biochemistry course act as proctors (tutors, TA's) for students currently taking Introductory Biochemistry (Biology 411).
Six hours per week (twelve hours in the Spring half-term) are spent helping
and quizzing Biology 411 students. In addition, proctors each provide two
mastery level, multi-choice questions for each course unit (30 total) from
which the instructor constructs the final examination and midterm examination
for both Biology 411 and 412. Proctors also prepare a report on a biochemical
discovery which they present to their peers, the 411 students, and the instructor.
The major roles of the proctors are to examine the students on their mastery
of unit material and to help the student requiring explanation supplementary
to the textbook. At the completion of an instructor-generated written quiz, the student and proctor grade the quiz together. The proctor asks the student
additional verbal questions generated by the proctor. The proctor passes
a student when, and if, the proctor feels the student has mastered the unit material. Student-proctor interactions are evaluated by the students.
The proctors are graded on the basis of the quality of their final and midterm
examination questions, their biochemical discovery session presentations, and their grades on the midterm and final examination. Proctors learn considerable
biochemistry by repeated teachings of unit materials and, in addition, profit
from their experience as teachers and evaluators. (Beyer) 414. Immunobiology. Organic chemistry and 16 credits of biology.
(3). (NS). This course provides upper level undergraduate and graduate students
with an introduction to immunochemistry as applied to diverse problems in
biology. The focus is on the nature of the antigen/antibody reaction, its
manifestations, the reagents and cells which are involved, and applications, rather than on clinical immunobiology. On completing the course students
should be able to read critically the literature concerning immunochemistry
in their area of study. Nine to twelve hours of background lectures are
followed by presentations of visiting immunobiologists. Exams include a
take-home exam and short quizzes. A term paper is required. This combines the current literature on immunochemistry with an area of interest to the
student. Evaluation is based on the interim exams, the term paper, and a
final (usually oral). Texts change rapidly because of constant development
in the field. (Nace) 443. Limnology: Freshwater Ecology. Advanced undergraduate or
graduate standing, with background in physics, chemistry, biology, or water-related
sciences. (3). (NS). Limnology is the study of lakes. Some of the topics covered in this
course are: the origin of lakes; the importance of physical and chemical
properties; the geochemical cycling of carbon, phosphorus, nitrogen, iron, and silicon; the ecology of aquatic bacteria, phytoplankton, zooplankton, benthos, macrophytes and fish; the pollution and eutrophication of lakes;
paleolimnology; food-chain dynamics; energy-flow; and experimental investigations
using whole lakes. Lectures are designed to provide the student with a basic
understanding of limnology in addition to presenting up to date information
from the current literature. Grades are based on examinations (no term paper).
Wetzel's Limnology, second edition, is the text. This course fulfills
concentration requirements in the area of Ecology and Evolution. The limnology
laboratory is offered as a separate course – Biology 444 – described below.
(Kilham and Lehman) 444. Limnology Laboratory. Prior or concurrent enrollment in Biol.
443 and permission of instructor. (3). (NS). The limnology laboratory is open to 12-15 students by permission of the instructor. Several field trips to local lakes will enable students
to master sampling and measurement techniques for acquiring physical, chemical, and biological data. Laboratory work will include chemical analysis of lake
water, taxonomy and counting methods for aquatic biota, and experimental
methods applicable to lake plankton communities. (Kilham and Lehman) 445. Evolution and Systematics. Biol. 112-114 and 305, or permission
of instructor. (4). (NS). Biology 445 is an overview of contemporary issues in evolution and systematics
- the processes and patterns that account for organic diversity. The following
topics are emphasized in lecture and discussion sections: (1) phylogenetic
systematics; (2) vicariance biogeography; (3) coevolution; (4) epigenetics, heterochrony and other sources of macroevolutionary phenomena; (5) punctuated
equilibrium; (6) effect hypothesis; (7) levels of selection, including organelles
and species selection; (8) philosophy and covering theories; and (9) species
as individuals or classes. Most reading assignments involve original literature.
(Kluge) 456. The Ecology of Agroecosystems. A course in ecology and Math.
115 or equivalent. (3). (NS). An analysis of ecological principles as they apply to agricultural ecosystems, emphasizing theoretical aspects but also covering empirical results of critical
experiments. While the emphasis is on principles, practical applicability
is also explored where appropriate. Physical, biological, and social forces
will be integrated as necessary. Designed as preparation for active research
in agroecosystem ecology. (Vandermeer) 470. Patterns in Evolutionary Ecology. Two laboratory courses
in biology. (3). (NS). This course will present modern theories of the evolution of ecological
characteristics of animals and plants, chiefly at the population level.
We will study the influence of natural selection upon birth rates, brood
size, parental care, feeding strategies, competitive relations, polymorphism, mimicry, dispersal, habitat selection, etc. The evidence for these theories
from laboratory and field studies will be critically examined. There will
be two hours of lectures and one hour of discussion each week. A previous
ecology course is strongly recommended. Evaluation will be based on two
term papers, discussions and a short final exam. (Grant) 473. Mathematical Analogies in Evolutionary Biology. Two courses
in biology; and Math. 114 or 116, or the equivalent. (4). (NS). This course is intended primarily for juniors, seniors, and graduate
students who desire a better understanding of mathematics applied to evolutionary
biology, and who wish to read and criticize published papers in this field
with more confidence. In lectures on Tuesdays and Thursdays, mathematical
ideas are made understandable mostly by examples and intuitive arguments.
On Mondays following a short quiz, applications of mathematical ideas are
examined through student presentations and discussions of published articles.
Central to the course are the role of theory in scientific method, and the
formulation and testing of quantitative theory in evolutionary biology.
The term project provides each student, whether weak or strong in quantitative
background, the opportunity to invent a mathematical analogy that will challenge
his or her creativity. Grading is based on class participation, weekly quizzes, and term project. (Estabrook) 475. Evolution and Human Behavior. Introductory biology and upperclass
standing. (3). (NS). This course explores the sense in which human behavior may be appropriately
viewed as an outcome of the process of organic evolution by natural selection, and the consequences of this proposition. The principles of modern evolutionary
biology are outlined, with special reference to topics like sexuality, senescence, parental care, nepotism, and social reciprocity. Theories of cultural change
and learning are discussed in relation to evolutionary arguments, and efforts
are made to relate cultural patterns and the results of experimental psychology
to the human background of evolution by natural selection. The significance
of evolutionary considerations for concepts of ethics, morality, and justice
are explored. This course alternates with Zoology 475. A special discussion
section will be arranged for students interested in animal behavior. (Alexander
and Flinn) 511. Current Topics in Molecular Biology. Biol. 411; a course
in cellular and molecular biology or microbiology strongly recommended.
(2). The course requires seminar presentations by students enrolled and readings
from the original biological literature. A course in biochemistry is required.
Courses in cellular and molecular biology or microbiology are recommended
but not required. (Jones) 518. Bioenergetics. A course in biochemistry and permission of
instructor. (3). Bioenergetics deals with the mechanisms by which mitochondrial and chloroplast
electron transport reactions generate ATP. The course will include comprehensive
coverage of the following topics: (1) elementary thermodynamics; (2) the
biochemistry of metalloenzymes, flavocoenzymes, and quinones; (3) mechanisms
of electron transport in mitochondria and chloroplasts; (4) structure and function of coupling enzymes; and (5) chemiosmotic and conformational coupling
hypotheses. The course consists of lectures by the instructor and in-class
discussion of outside reading assignments. There will be two examinations
during the term and a final. Students should have access to an up-to-date
biochemistry text such as Lehninger (2nd edition). In addition, three paperback
books will be used: I.M. Klotz, Energy Changes in Biochemical Reactions
(Academic Press); Lehninger, Bioenergetics (Benjamin); and Krogmann,
Biochemistry of Green Plants (Prentice-Hall). (Charles Yocum) 567. Topics in Molecular Evolution. Permission of instructor.
(3). (Excl). Topics in Molecular Evolution: MOLECULAR METHODS IN SYSTEMATIC BIOLOGY.
This year we will examine the usefulness of molecular analysis for studies
of systematics and evolution, beginning with a brief survey of the classes
of molecules available and an evaluation of their relative merits. The use
of informational macromolecules (DNA, RNA and proteins) will be emphasized.
We will discuss strengths and weaknesses of various analytical techniques, the kind of data that each provides, and various ways devised for handling
and interpreting the data. Both practical and theoretical considerations
will be addressed. The techniques covered will include protein electrophoresis, immunological methods, peptide analysis, protein sequencing, DNA hybridization, restriction enzyme analysis of DNA, DNA sequencing, comparison of structural
features of DNA, structural analysis of chromosomes, and RNA oligonucleotide
analysis. Laboratory exercises and demonstrations will include preparation
and electrophoresis of proteins and DNA, DNA hybridization, DNA sequencing, and chromosome manipulations. A strong background in systematic and evolutionary
biology is a prerequisite. Student evaluations will be based on examinations, problem sets and a research paper. (Brown and Patton) 575. Biological Electron Microscopy. Sixteen credits of biology
or graduate standing, and permission of instructor. (4). The objective of this course is to teach basic techniques applied in
biological electron microscopy. The following topics are taught: tissue
exposure, fixation and fixatives, embedding and embedding media, sectioning, staining methods, the use of the transmission electron microscope, taking
photographs with the electron microscope, and printing and darkroom techniques.
The theoretical aspects of these topics are covered in lectures. The practical
part is taught in the laboratory and there are discussions of electron micrographs
taken by students. The students are required to do some additional practicing
in the laboratory (about 14 hours a week). There is a midterm laboratory
practical exam and a lecture exam on the use of the electron microscope
and its theory. At the end of the term students submit a report of the project they were working on and a 10x14" high quality electron micrograph
of their own material. These assignments form the basis for student evaluation.
There is no special background necessary, although some knowledge of electronics
and histology is helpful. Two textbooks are used in the course: Meek, Practical
Electron Microscopy for Biologists; and Hayat, Principles and Techniques
of Electron Microscopy, Volume I. (Baic) Courses in Botany (Division 331)
102. Practical Botany. (4). (NS). This course is a basic course in learning how to grow and to use plants.
The main topics in lecture and laboratory include landscaping principles
and design; propagation of plants by cuttings, bulbs, tubers and corms and by grafting and budding; edible wild plants; seed germination; plant breeding;
growing house plants, crop plants, vegetables, and flowers; methods of making
compost; soils and their improvement; uses of fertilizers; hydroponics;
pests and their control; plant pruning, including bonsai; and wine and beer
making. There are field trips which emphasize ecology, wild edible plants, and poisonous and medicinal plants, as well as a visit to a local commercial
orchid grower's greenhouse. One of the highlights of the course is a natural
food and edible wild plants dinner. There is one lecture plus two discussion
periods and six hours of laboratory at the Botanical Gardens each week.
(Kaufman) 230/Nat. Res. 230. Woody Plants I: Biology and Recognition. (4).
(NS). The identification of trees, shrubs, and vines is the basis for the
study of their biology and ecology. Identification is taught during one
afternoon field trip per week. Woody plants are studied in their natural
habitats and communities – oak-hickory forests, beech-maple forests, river
floodplain community, swamps, and bogs. Non-native species and ornamental
plants are taught in Nichols Arboretum, Main Campus, and Saginaw Forest.
An introduction to the biology and ecology of woody plants is given in lectures.
Topics include vegetative and reproductive morphology, fruit types, life
history, forest ecology, variation, systematics, conifers, and winter identification.
Also discussed are important trees of southern and western U.S., of Europe, and the Tropics. Laboratories (field trips) are scheduled from 1:00 to 6:00
p.m. once a week. No single text is available for the entire course. For
identification, the student should supplement field notes with readings
from a standard dendrology book. Lecture material based in part on Spurr
and Barnes, Forest Ecology. Grading based 60% on field quizzes and exams (8) and indoor identification exams (2); 40% on lecture (2 hour exams).
(Wagner) 281. Introductory Plant Physiology Lectures. Biol. 105 or Biol.
112 and 114 (or the equivalent); college physics recommended. (3). (NS). This course is intended for students planning to concentrate in plant
sciences (cell and molecular biology or botany). The course introduces the
basic concepts for understanding how plants carry out vital functions and introduces students to the process of formulating and testing hypotheses
regarding the underlying mechanisms of plant functions. The contents of the lectures fall into three main categories: (1) plant cell physiology
which covers enzymes action, respiratory and carbohydrate metabolism, photosynthesis
and nitrogen metabolism; (2) transport phenomena, including plant nutrition, ion uptake, water relations, transpiration and translocation; and (3) plant
growth and development, including the action of growth hormones, light effects
on plant developments, photoperiodic control of flowering, and dormancy.
This course is offered only in the Fall terms. (Charles Yocum and Conrad Yocum) 282. Plant Physiology Laboratory. Prior or concurrent enrollment
in Botany 281. (2). (NS). This laboratory course is intended to provide experience with some of the variety of approaches used in contemporary plant physiology research.
The laboratory experiments will focus on the three main categories covered
in Biology 381: (1) plant physiology, (2) transport phenomena and (3) growth
and development. Biology 381 must have been taken prior or concurrently
with this course. This course is only offered in the Fall terms. (Frasch) 403. Economic Botany. An introductory botany or biology course.
(2). (NS). Botany 403 is open to students who have had an introductory course in
botany or biology and/or have an understanding of the basic concepts of
plant classification, structure, physiology and reproduction. The general
course objectives are to develop a knowledge of the botany, culture, origin, and improvement of cultivated plants and an understanding of the impact
of the cultivated plants on the political, economic, and social aspects
of our civilization. Topics include the major food crops, the origin of
agriculture, agricultural systems throughout the world, beverage, medicinal, and fiber plants, plant breeding, the origin and evolution of the cultivated
plants and agricultural resources and the population problem. The course
meets one evening per week for two hours. Lectures are supplemented with
slides and films. Two projects are required: an herbarium collection of
common edible wild plants or weeds and a term paper dealing with a topic
appropriate to the study of economic botany. A text is recommended for background
reading, supplementation of the lectures, and reference. In the Fall Term
of 1984, the class will meet on Tuesday and Thursday evenings from 7:00-8:30; the final exam will be given November 1 at 7:00 PM during the last scheduled
class meeting of the term. (Steiner) 439. Biology of the Algae. Biol. 105 or Biol. 112 (or the equivalent), or Bot. 207; or permission of instructor. (4). (NS). This course studies the very diverse group of plants collectively known
as "the algae", which includes the prokaryotic blue-green algae
and the eukaryotic green, golden, yellow-green, brown, and red algae as
well as the euglenoids, dinoflagellates, and cryptomonads. The framework
of the course is a systematic orientation, examining representative genera
from the various algal groups mostly from living material but also from
prepared slides and preserved material. It treats both freshwater and marine
types and includes identification, structure, reproduction, ecology, and their interrelationships. An evolutionary perspective is strived for, and a comparative approach is used. The use of algae as research tools is stressed
where appropriate. Two lectures and two laboratory sessions per week are
scheduled as well as two field trips during the term. The text is Bold and Wynne's Introduction to the Algae: Structure and Reproduction, 2nd
ed., 1984, Prentice-Hall. (Wynne) 447. Pteridology. Bot. 207 or 422; or permission of instructor.
(4). (NS). The biology and systematics of whiskferns, clubmosses, spikemosses, quillworts, horsetails, adder's-tongues, grapeferns, curly-grasses, climbing
ferns, and common ferns – the lower vascular plants or pteridophytes. Emphasis
is upon the modern types that live today. They are studied in the field, the laboratory, and with illustrated lectures. Most of the field trips are
short – an afternoon or a single weekend day – but there will be two weekend
trips, one to Canada, the other to the Cumberland Plateau. In the laboratory there are demonstration specimens and microscope preparations. The lectures
cover the major groups, their biology, and evolutionary relationships. Tropical
as well as temperate genera will be taken up. Exotic types will be illustrated
by color projection slides taken in natural habitats. Special stress is
given to ecology of the plants in the wild, especially processes of reproduction, and the class will find gametophytes. Methods of studying hybridization
and polyploidy using chromosomes will be taught, as well as literature and major research centers in this field. Students should have at least the
equivalent of Botany 207 or Botany 422, or the permission of the instructor.
Grading is based on quizzes and examinations. Only required book (for field):
J.T. Mickel, How to Know the Ferns and Fern Allies, W.C. Brown Co.
(Wagner) 488. Plant Constituents and their Functions. Biol. 105 or 114
and one term of organic chemistry. (2). (NS). A different kind of study of plants for students interested in the special
functional and economic aspects of plant chemical constituents and plant-plant
or plant-animal interactions. This course will survey the major secondary
compounds in plants, their functions in plants and their effects on animals.
These compounds will be grouped primarily on a functional rather than a
structural basis. Pigments, fragrances, hormones, allelopathic agents, toxins
(including mycotoxins and carcinogens), medicinal compounds, hallucinogens, plant defenses against pathogens, and others will be considered in terms
of their value to plants, their mode of action, and their evolution or potential
use as phyletic markers. This courses will be offered only in alternate
years. (Nooden) 532. Aquatic Flowering Plants. Written permission of instructor
and Bot. 422 or the equivalent. (3). This course aims to provide familiarity with the local aquatic vascular
plants (both submersed and emergent species), with the kinds of characters
used in their identification (regardless of region), and with the natural
history of these plants through field experience and indoor discussion-laboratory
sessions. Adaptations to aquatic existence, pollination, aquatic "weeds,"
and uses of aquatics by wildlife and people are among the topics considered.
The first five weeks consist of field trips, including one all-day Saturday
trip to marshes of Lake Erie. Indoor discussions later in the season are thus based on some firsthand observation, although the field work is oriented
primarily toward recognition of about 150 species. Indoor work includes
identification of some additional species and consideration of other topics, aided by a study herbarium for the course, demonstration materials (dry, pickled, and fresh), color slides, and literature "on reserve"
in the lab. Fassett's Manual of Aquatic Plants is the only required
text; handouts include a bibliography and suggested readings, which are
available in the lab. Checklists of expected species are distributed for
each field trip. A hand lens is essential in the field. Grading is based
on identification and essay/short-answer exams on general topics; there
is no term paper. Enrollment is limited to eight, and a waiting list is
maintained by the instructor (in 2012 NUB), from whom more complete information
is available. (Voss) Courses in Zoology (Division 499) 351. Vertebrate Biology and Structure. Biol. 105, or Biol. 112 and 114; or the equivalent. (6). (NS). Lectures focusing on the origin, evolution, and biology of the chordates, with particular emphasis on vertebrates. The evolution of the structure
in the major functional systems of protochordates and vertebrates is examined
in the laboratory, primarily through dissection of a series of selected
vertebrates. The laboratory also includes demonstrations, film presentations, and a museum field trip. (Gans and Northcutt) 420. Lectures in Metabolic and Regulatory Physiology. Biol. 105, or Biol 112 and 114; Math 113 or 115; organic chemistry; physics. Students
who have completed Zool. 325 must obtain permission of the instructor. (3).
(NS). This course is designed to acquaint students with the aims, concepts, and methods of comparative physiology through consideration of metabolic
physiology and physiological regulation. Topics covered from a comparative
standpoint include: aerobiosis and anaerobiosis, respiratory mechanisms
and gas transport, circulation, nitrogen excretion, ionic and osmotic regulation, acid-base balance, and temperature regulation. Physiological adaptation
to the environment in the course and a number of examples of it are discussed.
Three lectures a week are presented and these are supplemented by assigned
readings from a required textbook. There are three one-hour examinations
(100 points each) and a final examination (125 points). (Dawson) 421. Laboratory in Metabolic and Regulatory Physiology. Accompanied
by Zool. 420. (5). (NS). The laboratory sessions permit work with a number of species of invertebrates
and vertebrates in experiments dealing with energy metabolism, respiration
and gas transport, circulation, ionic and osmotic regulation, and temperature
responses. The laboratory consists of two three-hour periods, with each
section limited to twenty students. Laboratory instructions specifically
written for Zoology 421 are used. The last two weeks of the laboratory are
devoted to independent research projects designed by the students in consultation
with the laboratory staff. Students prepare laboratory reports that involve
consultation of the original literature. (Dawson) 428. Endocrinology. Biol. 105 or 112 and 114; a course in physiology
(cellular, general or comparative); organic chemistry. (3). (NS). This course is a comparative study of animal endocrine functions with
emphasis on the evolution of hormonal control, the cellular origin and chemical
nature of hormones, their physiological actions in organisms and the biochemical
mechanisms of hormone action. The course will concentrate on the endocrine
systems of vertebrates but will also consider those of invertebrates. Individuals
interested in the human or clinical aspects of hormones would be better
served by any of several courses offered by various units of the Medical
School. Other courses, including Zoology 581-582, treat mammalian reproductive
endocrinology in detail. Instruction in Zoology 428 assumes a basic familiarity
with General and Comparative Physiology. Training in Chemistry through Organic
is essential and a course in Biochemistry would be helpful. (Doneen) 430. Endocrinology Laboratory. Prior or concurrent enrollment
in Zool. 428; and permission of instructor. (2). (NS). This laboratory course must be taken concurrently with the companion
lecture course, Zoology 428. Enrollment is limited to twenty students. Lab
work will emphasize modern techniques in the identification, isolation, and mechanisms of action of hormones. Two three-hour lab periods are scheduled
each week; the nature of biological systems, however, makes it advisable
to anticipate an additional three hours of lab time at various (and occasionally
odd) times in the week. (Doneen) 437. Biology of Invertebrates. Biol. 112 and 114 (or the equivalent), or introductory geology and two additional natural science courses. (5).
(NS). The invertebrate phyla represent about 90% of the species of anim
Courses in Biological Anthropology (Division 318)
Section 001. Students in the Honors program undertake an individual
research project under the supervision of a member of the faculty. Generally this takes the form of an original paper of greater scope than is possible
in an ordinary term paper, and it gives the student experience in conducting
and writing up his or her own research. Research guidance and a forum for
presenting research reports are provided by a weekly evening seminar. Students
are encouraged to begin work on their Honors thesis in the second semester
of their junior year, with a view toward completing a preliminary version
by the end of the first semester of their senior year. Interested students
should consult Prof. Carroll, the Departmental Honors Adviser. Previous
participation in the college Honors program is not a prerequisite
for participating in the senior Honors program. (Carroll)
Section 001 – Culture of Terror and Resistance. This course begins with the proposition that there are special and systematic features to torture
and terror which make them not merely subjects for social and cultural analysis
but also and therefore a little easier to fight against. In using texts
mainly from South and Central America, works on dictatorship, torture, and death squads, testimonies from Guatemala and El Salvador, together with
my own work on terror in the Putumayo rubber boom and on shamanic healing, I want to suggest ways by which terror is composed, functions, and can be
blunted. Some very basic issues in social and historical inquiry shall of
necessity be worked through, and in a sense the course is also a study in
methods of social analysis, utilizing, in my own way, theories of Walter
Benjamin, Michel Foucault, Mikail Bakhtin, Bertolt Brecht, Raymond Williams, and Sheila Rowbotham. Dialogue, not monologue, is essential for the teaching.
(Taussig)
The Newly-Industrializing Countries of Asia. This course will study the national economics of the four newly-industrializing countries of Asia: the republic of Korea, Taiwan, Hong Kong and Singapore, in a comparative
context. It will examine their internal economic structures, their respective
roles in the international and Asian regional economics, and the relative
role of market forces, government policies and private sector institutions
in their remarkable economic success. Students should have some background
in business, economics, development or Asian Studies. The course will be
run as a seminar, with both lecture and discussion sessions. Course evaluation
will be based on a final examination and possibly a short term paper.
Section 001. Astronomy 101 students attend the same lectures as Astronomy
111 students. For course description, see Astronomy 111, section 001.
Section 001. Astronomy 102 students attend the same lectures as Astronomy
112 students. For the course description, see Astronomy 112, Section 001.
(Teske)
Section 001. Lectures are the same for both Astronomy 101 and 111. They
deal with the beginnings of astronomy, motions of bodies in the solar system, time and the seasons, properties of light and atoms, telescopes, the Sun, the Earth, the Moon, individual planets and satellites, comets and meteors, and the origin of the solar system and life. Astronomy 111 has laboratory
sections. Astronomy 101 has discussion sections. Course requirements include
homework observations, six short quizzes, two midterms and a final examination.
Laboratory sections include observations with telescopes. A planetarium
visit will be arranged. (Sears)
Section 001. This course is intended primarily for non-science majors
and it is not necessary for a student in it to have taken Astro 101 or 111
as a pre-requisite. The subject of the course is the astronomical description
of the Universe beyond the solar system. We will examine the properties
of stars, of the material in space between the stars, and of the galaxies, and will give special attention to current scientific views about the nature
and origin of the Universe. There will be quizzes, two midterm examinations, and a final examination. Astronomy 102 students will have homework connected
with their discussion sections; Astronomy 112 students will work on laboratory
exercises. The discussion sections and laboratory sections will include
planetarium demonstrations and observing sessions with the telescopes.
Section 001. The focus of the course is on understanding the basic nature
and behavior of the earth's atmosphere. Students learn to relate observable
features of day-to-day weather to atmospheric motions and other characteristics
revealed on the daily weather maps. They learn, also, to appreciate the
forces which shape and change the climate and to understand the processes
which produce atmospheric optical phenomena. The course studies the atmosphere
as a natural resource, stressing both its limitations in the transport and deposition of air pollutants and the potential climate response to those
pollutants. About ten minutes of each class period are devoted to description
of current weather with the aid of same-day maps. A weather observation
log and report is prepared by each class member. Three hour exams are given
at 3-4 week intervals. These account for 60% of the course grade, the weather
log/report 20%, and homework assignments the remainder. (Samson)
Courses in Biology (Division 328)